Evaluation

Your project will be marked using the following rubric.
You will be marked on your cultural study and how well you have found similarities and differences between Japanese culture and your own.
Remember to include what your host student will learn, or their reactions to the activities you have planned on your itinerary as well as in your letter.
Your activities should clearly link to your cultural study or to your host student's life.
Be careful with your spelling, and be creative with how you present your letter.

CRITERIA	EXCELLENT	GOOD	ACCEPTABLE	STILL DEVELOPING
Teamwork: Quality of Information gathered in cultural study and presented to team.	Individual task undertaken and completed with responsibility and timeliness.   At least 2 or 3 relevant cultural points noted in each section. All information gathered has relevance to task. Research presented to team with clarity, confidence and with depth of understanding of the material.	Individual task undertaken by self. At least 2 or 3 relevant cultural points noted in each section. Most information gathered has relevance to task. Research presented to the team clearly and with understanding of the material.	Individual task undertaken with some assistance from others.  At least 2 cultural points noted in each section. Some of the information has relevance to the task but some points are not on the topic.  Research presented to the team.	Individual task undertaken begrudgingly, or with extensive assistance.  One or no cultural points noted in each section, or all noted are not relevant, or points are noted in the wrong sections. Presentation to class of research shows little understanding of material.
Pair work: Points of similarity and difference highlighted.  Brainstorming and classification of activities.	Pair work done with cooperation at all times. All relevant similarities and differences highlighted in different colours.  Relevant and creative points noted for all Vietnamn culture in all sections.  Brainstorming shows deep insight into own life and culture.	Pair work done cooperatively.  Most similarities and differences highlighted in different colours.  Relevant points noted for Vietnamn culture in most sections. Brainstorming shows some insight into own life and culture.	Pair work done with some hesitation. Some comparisons highlighted.  May be highlighted in same colour.  Some relevant points noted for Vietnamn culture noted in some sections.  Brainstorming shows a surface understanding of own life and culture.	Pair work done with difficulty.  Few or no comparisons highlighted.  May be highlighted in same colour.  Few relevant or mostly irrelevant points noted for Vietnamn culture.   Brainstorming shows little understanding of own life and culture.
Itinerary planning, order of activities.	A variety of on-island (local) and region-wide activities are presented in a logical time order.       The majority of activities adhere to "similar" and then "dissimilar" cultural activities for each week. Includes three or more family based activities.	A variety of on-island (local) and region-wide activities are presented.  Some of the activities adhere to "similar" or "dissimilar" cultural activities for each week. Includes two or more family based activities.	Mostly on-island (local) or mostly regional activities are presented.  Activities may not flow logically.   Activities are either "similar" or "dissimilar" for the majority of the itinerary. Includes one family based activity.	Only on-island (local) or only regional activities included.  Activities do not flow logically.   Activities are not planned around being "similar" or "dissimilar." No family based activity included.
Reasons for choices of activities and predictions of host student reactions in itinerary.	All activities chosen are relevant to student profile or cultural study.  Reasons for choice are clearly expressed. Host student reactions/feelings/learning are predicted for all activities given in letter.	Most activities chosen are relevant to student profile or cultural study. Reasons of choice are given. Host student reactions/feelings/learning are predicted for most activities given in letter.	Some activities chosen are relevant to student profile or cultural study.  Reasons for choice are stated for some activities. Host student reactions/feelings/learning are predicted for less than half of the activities given in the letter.	Most activities chosen are not linked to student profile or cultural study notes.  Reasons for choice may be missing or inadequate. One or no student reaction/feeling/learning is predicted for the activities included in the letter.
Presentation and writing of letter.	Innovative creation and clear presentation of letter with less than 3 or no spelling mistakes. Language is appropriate to English level of host student.  Tone is friendly. 5 or more activities given in letter with reasons and reactions.	Clear presentation of letter with up to 5 spelling mistakes. Language is mostly appropriate to level of host student.  Tone is mostly friendly. 4 activities given in letter with reasons and reactions, or some reactions missing for activities.	Logical presentation of letter with no more than 8 spelling mistakes. Language is sometimes inappropriate for level of host student.  Tone is sometimes flat. 3 activities given in letter with reasons and reactions, or some reasons and reactions missing for activities.	Presentation of letter requires more effort and care.  More than 8 spelling mistakes. Language is inappropriate to host student level or is mostly unfriendly in tone. Less than 3 activities given in letter or reasons and reactions missing for all activities.